Students with emotional and behavioral disorders often present with social skills deficits that n... more Students with emotional and behavioral disorders often present with social skills deficits that negatively impact their outcomes in the educational setting. The inability of students to demonstrate appropriate social skills may lead to placement in more restrictive educational environments, limiting opportunities for social interactions with general education peers. Students from culturally and linguistically diverse backgrounds are often overrepresented in the disability category of emotional and behavioral disorder and experience more frequent placement in more restrictive settings. Traditionally, students with emotional and behavioral disorders are taught social skills through direct instruction approaches. Limited research has identified if direct instruction approaches to teach social skills are also effective for students from culturally and linguistically diverse backgrounds with disabilities. In addition, minimal studies have focused on using general education peers to suppo...
New Considerations and Best Practices for Training Special Education Teachers, 2022
This chapter provides information, tips, and techniques to ensure special educators have appropri... more This chapter provides information, tips, and techniques to ensure special educators have appropriate understanding of the purpose of the Individuals with Disabilities Education Act (IDEA) and their role in developing individualized education programs (IEPs) that ensure students with disabilities have access to a free appropriate public education (FAPE) and make progress toward appropriately ambitious goals. After reading, educators will (1) better understand the history and purpose of the IDEA to guarantee civil rights for individuals with disabilities; (2) understand the procedural, substantive, and implementation requirements to ensure students with disabilities have access to FAPE; and (3) learn strategies for developing IEPs that address the IDEA FAPE requirements.
New Considerations and Best Practices for Training Special Education Teachers, 2022
Classroom management is a key component of instruction and learning for students with disabilitie... more Classroom management is a key component of instruction and learning for students with disabilities. The authors outline six practices to assist readers with creating effective classroom management that include (1) fostering trusting relationships, (2) identifying and teaching classroom expectations, (3) ensuring predictability and structure, (4) providing ongoing feedback to students, (5) managing unwanted behavior, and (6) engaging learners. Also discussed are use of data to ensure practices are effective and intensifying those practices.
This review examines each state’s educational legislation and policies on restraint and seclusion... more This review examines each state’s educational legislation and policies on restraint and seclusion in relationship to their alignment with the U.S. Department of Education’s (U.S. DOE) Restraint and Seclusion: Resource Document. Although the Resource Document is not a federal mandate, it provides the U.S. DOE’s recommendations for policy and legislation to reduce the use of restraint and seclusion in schools and create safe learning environments for all students. State educational legislation and policies on restraint and seclusion were coded and compared with the U.S. DOE Resource Document’s 15 guiding principles. Results were variable and found that some states’ policies adhered more to the guiding principles than their legislation. In addition, some states recognize the document in their legislation and policy. A summary of the descriptive data and current state statuses are reported.
Two diametrically opposed beliefs are held concerning the meaning of the least restrictive enviro... more Two diametrically opposed beliefs are held concerning the meaning of the least restrictive environment (LRE) when determining the class placements of students with disabilities. One group adheres to the placement philosophy that the LRE is always the general education setting. The other group believes that the LRE is where the students’ needs may best be met. The controversy concerning placement has resulted in a number of court cases that can provide guidance to individualized education program (IEP) teams when discussion of the LRE occurs. A checklist for use in IEP meetings is offered.
Students with emotional and behavioral disorders often present with social skills deficits that n... more Students with emotional and behavioral disorders often present with social skills deficits that negatively impact their outcomes in the educational setting. The inability of students to demonstrate appropriate social skills may lead to placement in more restrictive educational environments, limiting opportunities for social interactions with general education peers. Students from culturally and linguistically diverse backgrounds are often overrepresented in the disability category of emotional and behavioral disorder and experience more frequent placement in more restrictive settings. Traditionally, students with emotional and behavioral disorders are taught social skills through direct instruction approaches. Limited research has identified if direct instruction approaches to teach social skills are also effective for students from culturally and linguistically diverse backgrounds with disabilities. In addition, minimal studies have focused on using general education peers to suppo...
New Considerations and Best Practices for Training Special Education Teachers, 2022
This chapter provides information, tips, and techniques to ensure special educators have appropri... more This chapter provides information, tips, and techniques to ensure special educators have appropriate understanding of the purpose of the Individuals with Disabilities Education Act (IDEA) and their role in developing individualized education programs (IEPs) that ensure students with disabilities have access to a free appropriate public education (FAPE) and make progress toward appropriately ambitious goals. After reading, educators will (1) better understand the history and purpose of the IDEA to guarantee civil rights for individuals with disabilities; (2) understand the procedural, substantive, and implementation requirements to ensure students with disabilities have access to FAPE; and (3) learn strategies for developing IEPs that address the IDEA FAPE requirements.
New Considerations and Best Practices for Training Special Education Teachers, 2022
Classroom management is a key component of instruction and learning for students with disabilitie... more Classroom management is a key component of instruction and learning for students with disabilities. The authors outline six practices to assist readers with creating effective classroom management that include (1) fostering trusting relationships, (2) identifying and teaching classroom expectations, (3) ensuring predictability and structure, (4) providing ongoing feedback to students, (5) managing unwanted behavior, and (6) engaging learners. Also discussed are use of data to ensure practices are effective and intensifying those practices.
This review examines each state’s educational legislation and policies on restraint and seclusion... more This review examines each state’s educational legislation and policies on restraint and seclusion in relationship to their alignment with the U.S. Department of Education’s (U.S. DOE) Restraint and Seclusion: Resource Document. Although the Resource Document is not a federal mandate, it provides the U.S. DOE’s recommendations for policy and legislation to reduce the use of restraint and seclusion in schools and create safe learning environments for all students. State educational legislation and policies on restraint and seclusion were coded and compared with the U.S. DOE Resource Document’s 15 guiding principles. Results were variable and found that some states’ policies adhered more to the guiding principles than their legislation. In addition, some states recognize the document in their legislation and policy. A summary of the descriptive data and current state statuses are reported.
Two diametrically opposed beliefs are held concerning the meaning of the least restrictive enviro... more Two diametrically opposed beliefs are held concerning the meaning of the least restrictive environment (LRE) when determining the class placements of students with disabilities. One group adheres to the placement philosophy that the LRE is always the general education setting. The other group believes that the LRE is where the students’ needs may best be met. The controversy concerning placement has resulted in a number of court cases that can provide guidance to individualized education program (IEP) teams when discussion of the LRE occurs. A checklist for use in IEP meetings is offered.
Uploads
Papers by Teri Marx